Make Connections Between Words
Words do not live in silos but share connections in meaning and function. Effective vocabulary instruction “involves not only teaching single-word entities, but also teaching words in conceptually linked groups, with particular benefits shown for teaching words in taxonomies” (Hadley, Dickinson, Hirsh-Pasek, & Golinkoff, 2018, p. 55). Having students cluster words into categories facilitates comprehension, accelerates word learning, and enhances word retention (Neuman, Dwyer, Koh, & Wright, 2007; Neuman, Newman, & Dwyer, 2011). When students have mastered frequently used words in a particular category, they can draw on that knowledge to unlock the meanings of related words that are rarer.
Provide Multiple, Meaningful Exposures to a Word
Students need many encounters with a new word before it becomes part of their working vocabulary (Nagy & Scott, 2000; Biemiller & Boote, 2006). The quality of the exposures matters, too. Experts caution against “mere repetition” or drills, instead recommending a variety of interactive activities that expose students to words in different contexts and engage them in learning (Stahl, 2005). In a 2016 analysis of 36 studies that tested the impact of various types of vocabulary instruction on reading comprehension, education researchers concluded that opportunities to actively process a word’s meaning—such as through comparing/ contrasting, answering questions about the word, and semantic mapping—had a greater effect on comprehension than simply writing the definition (Wright & Cervetti, 2016).
Address the Needs of English Learners
English learners make up an increasing number of students in classrooms today, and many struggle with reading because of their limited understanding of high-utility words. On average, English learners score two grade levels below native speakers on vocabulary, a gap that hinders their academic progress (Mancilla-Martinez & Lesaux, 2011). The techniques described above to teach new words to native speakers apply to English learners as well (Graves, 2016). Additionally, a recent study found that English learners using computer- assisted instruction learned significantly more high-utility vocabulary than those in a control group. Word recognition was also faster among computer-assisted learners, and they showed significantly better reading comprehension than control students (Tozcu & Coady, 2004). Embedded supports in digital literacy programs, such as hyperlinked glossary items, appear to be particularly beneficial to English learners (Proctor, Dalton, & Grisham, 2007).
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